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Academic Engagement and Contextual Factors Associated with Academic Performance in First-Year Medical Students: A
Vladimir Flores1,2, Hugo Ríos1,3, Camila González Gentili1
1Departamento de Histología, Embriología, Biología Molecular y Genética, Facultad de Medicina, Universidad de Buenos Aires, Ciudad Autónoma de Buenos Aires, Argentina.
Advances in Medical Education and Practice
|July 15, 2026
Summary
Academic vigor positively impacts passing rates for first-year medical students. Nationality and living situation also influence early academic success, highlighting key factors for student support.
Area of Science:
- Medical Education Research
- Academic Performance Analysis
- Student Engagement Studies
Background:
- Academic performance in medical school is influenced by student background, engagement, and assessment methods.
- Understanding these factors is crucial, especially during the transition into medical training.
- This study focuses on first-year medical students to identify key predictors of academic success.
Purpose of the Study:
- To examine the associations between sociodemographic factors, academic engagement, and academic performance.
- To identify factors influencing the academic progression of first-year medical students.
- To provide insights into the transition into medical education.
Main Methods:
- A cross-sectional study was conducted with first-year medical students at the University of Buenos Aires.
- Academic engagement was measured using the Utrecht Work Engagement Scale (UWES-9S), focusing on vigor.
- Sociodemographic data and examination scores (partial and final) were collected; mixed-effects and regression models were employed.
Main Results:
- Higher academic vigor (UWES-9S) correlated with a greater likelihood of passing partial examinations (OR = 1.15).
- International students and those living with a partner/children scored lower on partial examinations compared to local students and those living alone, respectively.
- No clear association was found between vigor and continuous examination scores; exploratory findings on assessment context require further investigation.
Conclusions:
- Academic vigor and contextual factors like nationality and living arrangements are linked to early academic progression in medical school.
- These findings suggest that student background and engagement play significant roles in academic success.
- Further longitudinal research with controlled assessment designs is needed to confirm exploratory findings and inform institutional policies.
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